Observation skills for effective teaching:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston
Pearson/Allyn and Bacon Publishers
2011
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXI, 289 S. Ill., graph. Darst. |
| ISBN: | 9780137039722 0137039727 |
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| 100 | 1 | |a Borich, Gary D. |d 1942- |e Verfasser |0 (DE-588)138122075 |4 aut | |
| 245 | 1 | 0 | |a Observation skills for effective teaching |c Gary D. Borich |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Boston |b Pearson/Allyn and Bacon Publishers |c 2011 | |
| 300 | |a XXI, 289 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Observation (Educational method) | |
| 650 | 4 | |a Effective teaching | |
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Datensatz im Suchindex
| _version_ | 1804142979789619200 |
|---|---|
| adam_text | 1
2
Contents
Preface
xix
Why
Observe?
Standards for the Teaching Profession
2
National and State Standards
2
Standards for Beginning Teachers
3
Frames of Understanding
3
Goals of Reflective Teaching
4
Goal I
:
To Achieve Empathy
4
Goal
2:
To Establish Cooperative Relationships
4
Goal
3:
To Become Realistic
5
Goal
4:
To Establish Direction
5
Goal
5:
To Attain Confidence
5
Goal
6:
To Express Enthusiasm
6
Goal
7:
To Become Flexible
6
Goal
8:
To Become Self-Reliant
6
A Beginning Thought
7
For More Information
7
Key Terms
7
Activities
7
Lenses for Observing
8
What Real Classrooms Are Like
9
Rapid Pace of Classrooms 1
0
Immediacy of Classrooms 1
0
Interruptions in Classrooms I I
Social Dynamics of Classrooms I I
Becoming Aware of Classroom Behavior: Lenses for Self-Improvement 1
2
To Become Aware of Your Own Behavior 1
3
To Discover Alternative Instructional Practices and New Solutions
to Instructional Problems 1
3
ix
χ
Contents
з
То
Share Your Personal Teaching Strengths 1
3
To Focus Your Reflections on Important Areas of Teacher Effectiveness 1
4
Eight Lenses for Classroom Observation
14
Lens I
:
Consider the Learning Climate
14
Lens
2:
Focus on Classroom Management 1
4
Lens
3:
Look for Lesson Clarity
14
Lens
4:
Verify Variety 1
5
Lens
5:
Observe Task Orientation 1
5
Lens
6:
Examine Engagement
15
Lens
7:
Measure Student Success 1
5
Lens
8:
Look for Higher Thought Processes and Performance Outcomes 1
5
Challenges to Observing in Classrooms 1
5
Sources of Influence on Observations from Outside Ourselves
16
Student Ability and Achievement 1
6
Classroom Characteristics
17
Participatory and Cooperative Student Behavior 1
7
Experience and Education of the Teacher
17
School, Grade, and Subject Matter 1
8
Individual and Cultural Diversity 1
8
Sources of Influence on Observations from Within Ourselves 1
9
Your Own Experiences in School
19
Recent Influences and Training 1
9
Who May Be Watching; Who May Find Out 1
9
Choosing a Useful Lens: The Need to Structure Observations 1
9
For More Information
20
Key Terms
20
Activities
20
Making Classroom Visits
21
A Classroom Dialogue
22
Time to Reflect
24
Observing the Learning Climate
24
Observing Classroom Management
25
Observing Lesson Clarity
26
Observing Instructional Variety
26
Observing the Teacher s Task Orientation
27
Observing Students Engagement in the Learning Process
27
Contents xi
4
5
Observing
Student
Success
28
Observing Higher Thought Processes and Performance Outcomes
28
Preparing to Observe in Real Classrooms
29
Activities before the Observation
29
Activities during the Observation
З І
Activities after the Observation
З І
For More Information
32
Key Term
32
Activities
32
Seeing beyond Personal Experiences and Expectations:
Learning to Observe Systematically
36
Why Observe Systematically?
37
Methods for Observing and Recording
38
Method I
:
Narrative Reports
39
Method
2:
Rating Scales
44
Method
3:
Classroom Coding Systems
47
For More Information
50
Key Terms
50
Activities
50
Considering the Learning Climate
52
Dimensions of Learning Climate
54
Teacher Concerns
55
A Teacher Concerns Instrument
57
Observing Teacher Concerns in the Classroom
58
Warmth and Control
60
Dimensions of Warmth and Control
62
Behavioral Signs of Warmth and Control
62
Social Environment
63
Dimensions of Social Environment
64
Observing the Social Environment of the Classroom
66
Cultural Diversity and the Learning Climate
67
For More Information
68
Key Term
68
Activities
68
xii Contents
6
7
Focusing on Classroom Management
7
1
Dimensions of Classroom Management
73
Practice Observing Classroom Management: A Dialogue
74
Time to Reflect
76
Arranging the Classroom to Meet Instructional Goals
76
Observing the Classroom Arrangement
78
Preestablishing and Communicating Classroom Rules
79
Observing Classroom Rules
8
1
Developing and Communicating Instructional Routines
8
1
Observing Instructional Routines
83
Establishing a System of Incentives and Consequences
83
Observing Incentives and Consequences
86
Using Low-Profile Classroom Management
86
Observing Low-Profile Classroom Management
88
Cultural Diversity and Classroom Management
89
For More Information
9
1
Key Terms
9
1
Activities
9
1
Looking for Lesson Clarity
93
Dimensions of Lesson Clarity
94
Informing Learners of Lesson Objectives
95
Observing Lesson Objectives
96
Providing Advance Organizers
96
Observing Advance Organizers
97
Checking for Lesson-Relevant Pnor Knowledge and Reteaching
98
Observing Lesson-Relevant Prior Knowledge and Reteaching
98
Teaching to Students Current Level of Understanding
99
Observing Level of Instruction
100
Giving Directives Clearly
101
Observing Clarity of Directives 1
02
Using Examples, Illustrations, and Demonstrations 1
03
Observing Use of Examples, Illustrations, and Demonstrations 1
04
Reviewing and Summarizing 1
04
Observing Review and Summary Techniques 1
05
Cultural Diversity and Lesson Clarity
105
Practice Observing Lesson Clarity: A Dialogue 1
06
Contents xiii
8
9
Time to Reflect 1
08
For More Information I I I
Key Terms I I I
Activities I I I
Verifying Instructional Variety I
13
Dimensions of Instructional Variety I
14
Practice Observing Instructional Variety: A Dialogue I
14
Time to Reflect I 1
6
Using Attention-Gaining Devices I 1
6
Observing Attention-Gaining Devices I
17
Showing Enthusiasm and Animation I 1
8
Observing Enthusiasm and Animation I
19
Varying Instructional Activities and Media I 1
9
Observing the Variation in Instructional Activities and Media I
19
Varying Rewards and Reinforcement 1
2
1
Observing the Use of Rewards and Reinforcement 1
22
Varying Types of Questions and Probes 1
22
Observing Types of Questions and Probes 1
24
Using Student Ideas 1
26
Observing the Use of Student Ideas 1
27
Cultural Diversity and Instructional Variety 1
28
For More Information 1
30
Key Terms 1
30
Activities 1
30
Observing Task Orientation
132
Dimensions of Task Orientation 1
33
Practice Observing Task Orientation: A Dialogue 1
34
Time to Reflect 1
35
Preparing Unit and Lesson Plans That Reflect the Curriculum 1
35
Observing Whether Unit and Lesson Plans Reflect the Curriculum 1
36
Performing Administrative and Clerical Tasks Efficiently 1
37
Observing Administrative and Clerical Tasks 1
38
Preventing and Correcting Misbehavior 1
39
Observing the Prevention and Correction of Misbehavior
141
xiv Contents
10
11
Selecting the Most Appropnate Instructional Strategy for the Objectives Taught 1
42
Observing the Most Appropriate Instructional Strategy for the Objectives Taught 1
46
Establishing Cycles of Review, Feedback, and Testing 1
46
Observing Cycles of Review, Feedback, and Testing 1
48
Cultural Diversity and Task Orientation
149
For More Information 1
50
Key Terms 1
50
Activities 1
50
Examining Engagement in the Learning Process 1
52
Dimensions of Student Engagement in the Learning Process 1
54
Practice Observing Student Engagement in the Learning Process:
A Dialogue 1
54
Time to Reflect 1
56
Eliciting the Desired Behavior 1
56
Observing Eliciting Activities
157
Providing Feedback and Correctives in
a Noncritica!
Atmosphere 1
58
Observing Feedback and Correctives 1
60
Using Differentiated and Self-Regulated Learning Activities 1
60
Observing Differentiated and Self-Regulated Learning Activities 1
62
Using Meaningful Verbal Praise 1
62
Observing Meaningful Verbal Praise 1
64
Monitonng and Checking 1
65
Observing Monitoring and Checking 1
66
Cultural Diversity and Student Engagement
168
For More Information 1
70
Key Term 1
70
Activities 1
70
Measuring Student Success 1
72
Dimensions of Student Success 1
73
Practice Observing Student Success: A Dialogue 1
74
Time to Reflect 1
75
Planning Unit and Lesson Content That Reflects Pnor Learning 1
75
Observing Unit and Lesson Content That Reflects Pnor Learning 1
78
Contents xv
12
Providing Mediated Feedback to Extend and Enhance Learning 1
78
Observing Mediated Feedback to Extend and Enhance Learning I
8
1
Planning Units and Lessons at, or Slightly above, Students Current Level of
Understanding 1
83
Observing Instruction at, or Slightly above, Students Current Level
of Understanding 1
85
Making Transitions between Lesson Content 1
85
Observing Transitions between Lesson Content 1
86
Establishing Momentum That Engages Learners in the Learning Process 1
87
Observing Momentum 1
88
Cultural Diversity and Student Success
189
For More Information 1
9
1
Key Terms 1
9
Activities 1
9
1
Looking for Higher Thought Processes
and Performance Outcomes 1
93
Dimensions of Higher Thought Processes and Performance Outcomes
194
Practice Observing Higher Thought Processes and Performance Outcomes:
A Dialogue 1
94
Time to Reflect 1
96
Using Collaborative and Group Activities 1
96
Observing Collaborative and Group Activities 1
98
Demonstrating Mental Models and Strategies for Learning 1
99
Observing Mental Models and Strategies for Learning
200
Arranging for Student Projects and Demonstrations
200
Observing Student Projects and Demonstrations
20
1
Engaging Students in Oral Performance
20
1
Observing Students in Oral Performance
202
Providing Opportunities for Students to Leam from Their Mistakes
203
Observing Activities for Students to Leam from Their Mistakes
204
Using Portfolios and Performance Assessments of Learning
204
Observing Portfolios and Performance Assessments
205
Cultural Diversity and Performance Outcomes
206
For More Information
208
Key Terms
208
Activities
208
xvi Contents
APPENDIX
A: How to Determine Percentage of Observer Agreement
for a Counting Observation System
209
APPENDIX B: Instruments
211
3.1
General Observation Form
213
3.2
Recording Subjects and Grade Levels to Be Observed
2
1
5
4.1
Studying Classroom Management
216
5.1
Rating Teacher Concerns
217
5.2
Rating Classroom Control
2
1
9
5.3
Rating Classroom Warmth
220
5.4
Plotting Data from Instruments
5.2
and
5.3 221
5.5
Observing Dimensions of Classroom Warmth and Control
222
5.6
Observing Social Environment in the Classroom
223
6.
1 Observing Dimensions of Classroom Management
225
6.2
Drawing the Classroom Arrangement
226
6.3
Observing Rules in Some Frequently Occurring Contexts
227
6.4
Observing Routines in Some Frequently Occurring Contexts
228
6.5
Recording Examples of Orally Delivered Incentives
229
6.6
Observing Low-Profile Classroom Management
230
7.
1 Recording Information Pertaining to Informing Learners of the Objective
23
1
7.2
Cataloging Advance Organizers
232
7.3
Recording Approximate Percentage of Learners at Each Level of Instruction
233
7.4
Recording Student Response-Teacher Reaction during Directions
234
7.5
Recording the Use of Examples, Illustrations, and Demonstrations to Explain
and Clarify Content
235
7.6
Observing Lesson Clarity
236
8.1
Observing Instructional Variety
237
8.2
Recording Use of Attention-Gaining Devices
238
8.3
Observing Four Behaviors ofTeacher Enthusiasm
239
8.4
Observing Differentiated Activity Structures
240
8.5
Observing the Four Modalities
24
1
8.6
Recording Informal and Formal Types of Rewards
242
8.7
Recording Student-Teacher Interaction
243
8.8
Distinguishing among Six Types of Questions
244
8.9
Observing Use of Student Ideas
245
9.1
Observing Task Orientation
246
9.2
Studying Relationships between Unit/Lesson Plans and Curriculum Guide/Text
247
9.3
Recording Time Spent on Noninstructional Activities
248
9.4
Observing How Rules Are Communicated to Students
249
9.5
Recording Time Spent on Dealing with Misbehavior
250
9.6
Recording the Relationship between Levels of Behavioral Complexity and Teaching
Functions
25
1
9.7
Identifying End Products
252
1
0. !
Observing Student Engagement in the Learning Process
253
10.2
Observing Eliciting Activities
254
1
0.3
Recording the Use of Differentiated and Self-Regulatory Learning Materials and Activities
255
Contents xvii
1
0.4
Recording Praise Contingent on a Specific Performance
256
10.5
Observing the Relationship among Different Monitoring and Checking Behaviors
257
11
.
1 Observing Success Rate
258
11 .2a Coding Form, Example Data, and Definitions for Observing Success Rate
259
I 1.2b Coding Categories for Question-Answer-Feedback Sequences
260
11
.3
Observing Student Success, Abbreviated
26
1
1
1.4
Recording the Frequency of Seven Instructional Events within a Unit
262
I
1.5
Observing Events That Create Momentum
263
12.1
Observing Higher Thought Processes and Performance Outcomes
264
1
2.2
Recording Degrees of Group Activity and Task Focus during Collaborative Learning
265
1
2.3
Observing Mental Models and Strategies
266
1
2.4
Observing Student Projects and Demonstrations
267
1
2.5
Observing Oral Performances
268
12.6
Recording Activities for Students to Learn from Their Mistakes
269
12.7
Observing Performance Assessments
270
GLOSSARY
271
REFERENCES
275
NAME INDEX
283
SUBJECT INDEX
285
|
| any_adam_object | 1 |
| author | Borich, Gary D. 1942- |
| author_GND | (DE-588)138122075 |
| author_facet | Borich, Gary D. 1942- |
| author_role | aut |
| author_sort | Borich, Gary D. 1942- |
| author_variant | g d b gd gdb |
| building | Verbundindex |
| bvnumber | BV036479844 |
| callnumber-first | L - Education |
| callnumber-label | LB1027 |
| callnumber-raw | LB1027.28 |
| callnumber-search | LB1027.28 |
| callnumber-sort | LB 41027.28 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 1620 |
| classification_tum | EDU 640f PSY 550f |
| ctrlnum | (OCoLC)837205276 (DE-599)BVBBV036479844 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 6. ed. |
| format | Book |
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| id | DE-604.BV036479844 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:40:22Z |
| institution | BVB |
| isbn | 9780137039722 0137039727 |
| language | English |
| lccn | 2009047292 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020351378 |
| oclc_num | 837205276 |
| open_access_boolean | |
| owner | DE-703 DE-91 DE-BY-TUM DE-19 DE-BY-UBM |
| owner_facet | DE-703 DE-91 DE-BY-TUM DE-19 DE-BY-UBM |
| physical | XXI, 289 S. Ill., graph. Darst. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson/Allyn and Bacon Publishers |
| record_format | marc |
| spelling | Borich, Gary D. 1942- Verfasser (DE-588)138122075 aut Observation skills for effective teaching Gary D. Borich 6. ed. Boston Pearson/Allyn and Bacon Publishers 2011 XXI, 289 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Observation (Educational method) Effective teaching Schülerbeobachtung (DE-588)4180034-5 gnd rswk-swf Beobachtung (DE-588)4005560-7 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Unterrichtsforschung (DE-588)4135175-7 gnd rswk-swf Unterrichtserfolg (DE-588)4187076-1 gnd rswk-swf Unterrichtsforschung (DE-588)4135175-7 s Beobachtung (DE-588)4005560-7 s DE-604 Schülerbeobachtung (DE-588)4180034-5 s Unterrichtsführung (DE-588)4187078-5 s Unterrichtserfolg (DE-588)4187076-1 s 1\p DE-604 Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020351378&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Borich, Gary D. 1942- Observation skills for effective teaching Observation (Educational method) Effective teaching Schülerbeobachtung (DE-588)4180034-5 gnd Beobachtung (DE-588)4005560-7 gnd Unterrichtsführung (DE-588)4187078-5 gnd Unterrichtsforschung (DE-588)4135175-7 gnd Unterrichtserfolg (DE-588)4187076-1 gnd |
| subject_GND | (DE-588)4180034-5 (DE-588)4005560-7 (DE-588)4187078-5 (DE-588)4135175-7 (DE-588)4187076-1 |
| title | Observation skills for effective teaching |
| title_auth | Observation skills for effective teaching |
| title_exact_search | Observation skills for effective teaching |
| title_full | Observation skills for effective teaching Gary D. Borich |
| title_fullStr | Observation skills for effective teaching Gary D. Borich |
| title_full_unstemmed | Observation skills for effective teaching Gary D. Borich |
| title_short | Observation skills for effective teaching |
| title_sort | observation skills for effective teaching |
| topic | Observation (Educational method) Effective teaching Schülerbeobachtung (DE-588)4180034-5 gnd Beobachtung (DE-588)4005560-7 gnd Unterrichtsführung (DE-588)4187078-5 gnd Unterrichtsforschung (DE-588)4135175-7 gnd Unterrichtserfolg (DE-588)4187076-1 gnd |
| topic_facet | Observation (Educational method) Effective teaching Schülerbeobachtung Beobachtung Unterrichtsführung Unterrichtsforschung Unterrichtserfolg |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020351378&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT borichgaryd observationskillsforeffectiveteaching |